Training Corner: Take a Stand: I Have a Friend Who…


By Marilyn Bader

Peer helpers of any age need to understand what it means to be an ethical peer helper.  To that end, the NAPPP has adopted a Code of Ethics for Peer Helpers (as well as a Code of Ethics for Professionals involved in peer helping).  These documents can be found on the NAPPP website www.peerprogramprofessionals.org or copy the NAPPP Code shared below. 

 Begin by explaining the importance of making ethical decisions, not only when helping someone but in life.  A Code of Ethics is a set of principles that govern and guide someone’s behavior.  It is also an agreement among those who commit to the program to the behavior norms that shall guide their behavior while in the peer program. Utilizing the NAPPP Code for Peer Helpers is a tool that can ensure helpers shall be people of integrity.  (Note: some professions have Codes of Ethics that must be committed to as mandated by the bodies governing the profession such as the Hippocratic Oath physicians take.  If you, as the trainer or advisor, have such a professional code, talk about it at this point. Professions such as social workers, and licensed counselors also have such codes.) Ask: why do you think professionals have such codes of conduct that are mandated by their governing or overseeing body? (for the emotional and physical safety of the clients and professionals; maintaining the integrity of services; etc.)  We are going to explore situations that may arise for you as a peer helper where you will need to decide what is the ethical or right choice not only for you but also for the person you are helping.

 

Materials: NAPPP Code of Ethics for Peer Helpers 1/person; signs posted in room Report; Do Nothing; Speak Up; Listen; tape to post signs; pens or pencils to sign the Code at the end of the training; option –newsprint/white board & marker if the group needs to develop their own adaptations of the NAPPP Code.

 

Directions:

  1. Explain the forced choice activity.  As the scenarios are read, the participants are to move to the sign that signifies the action they would take in this situation.  They will be asked to talk about why they are standing where they are, and defend their decision.
  1. Read the following scenarios, adding others you can come up with:

a.     I have a friend who skips breakfast and other meals every day and seems to be losing weight.  My friend still thinks they look fat.

b.     I have a friend who is getting picked on at school by people who have lockers close to them.  Nothing physical has happened yet, just a lot of uncomfortable teasing.

c.     I have a friend who has an older brother who beats on him when the parents are not around.

d.     I have a friend who thinks they haven’t any friends.

e.     I have a friend who is struggling with their identity.  They aren’t comfortable in their own skin.

f.      I have a friend who doesn’t like themselves and seems depressed and anxious.

g.     I have a friend whose partner, boy/girlfriend is pushing for a more physical intimate relationship.  My friend is very uncomfortable and doesn’t want this.

h.     I have a friend whose partner, boy/girlfriend has hurt them physically a few times.  (repeat this one altering it to say, “has hurt them emotionally and puts them down in front of others.”

i.      Continue with other statements or allow the group to come up with statements for reaction.

Processing:

  1. Talk through each scenario, sharing how you, as the leader, want things to be handled, stressing peer helping limits, and how and when to make referrals.
  1. Distribute the NAPPP Code and a pen or pencil to each person. Go through the Code of Conduct to review confidentiality and when something should not be kept confidential.
  1. Which of the situations we talked about MUST be reported or referred to a professional?
  1. How might it feel to report something when you have already promised to keep things confidential? It will always be best to be upfront about what peer helpers cannot keep private.  Don’t promise something that will harm someone or you.  The verbiage could be, “I will keep what we talk about confidential as long as you or someone else isn’t in danger or will be harmed.  For those things, we are both going to need some help but I’m willing to be there for you as we figure things out.”
  1. If needed, have the group think of other things they would like to have included in their Code.  Consider items such as: how to handle social media postings; should a peer helpers share their social media addresses with a helpee; what guidelines need to be followed regarding alcohol or other drug use; what may be the consequences of violating the Code and who will decide the consequences.  Other issues may be addressed and/or added as the group chooses. 
  1. If time allows, go back to the scenarios used in the forced choice activity and have peers roleplay the situations, even if they are not in the category of “report it.”
  1. Conclude by having peers sign the Code of Conduct and turn it in, to be kept by the program sponsor.  An additional level of involvement can be to return their signed copy to each peer, with the sponsor retaining one for files. 
  1. During various program supervision times, ask the peers for other situations they’ve encountered and have the group discuss what can, should or was done.  Encourage the students not to give details such as names of those involved or specifics that could give away identities of anyone involved. 

NAPPP Peer Helpers Code of Ethics

Peer Helpers shall be people of personal integrity.  As a minimum, NAPPP believes that the peer helpers Code of Ethics shall contain the following and be evidenced by a commitment to and pursuit of:

  1. A philosophy that upholds peer helping as an effective way to address the needs and conditions of people.
  1. The individual’s right to dignity, self-development, and self-direction.
  1. Supervision and support for professional staff while involved in the program.
  1. The development of a nurturing personality which:
    1. Reflects a positive role model and healthy lifestyle (i.e., development and observation of a set of norms, which guide behavior while in the program)
    1. Rejects the pursuit of personal power, elitist status, or gain at the expense of others
    1. Strives to exemplify the peer helping philosophy in all life situations
  1. Maintenance of confidentiality of information imparted during program-related activities.  While confidentiality is the norm, certain exceptions shall be referred immediately to the professional staff.

These exceptions include the following:

    1. Situations involving real or potential dangers to the safety of the well-being of the peer helper, helpee, or others
    1. Child abuse, sexual abuse, and other situations involving legal requirements of disclosures
    1. Severe family dysfunction, psychotic behavior, extreme alcohol or other drug abuse, and any other problems beyond the experience and expertise of the peer helper

6.     Personal Safety:  peer helpers must recognize, report, and know techniques to deal with potential threats to their emotional or physical well-being.

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Marilyn is a retired Prevention Training Coordinator for the National Council on Alcoholism and Drug Abuse – St. Louis Area (NCADA). She coordinated and trained a wide variety of programming for youth, adults, community members, faith-based and school staff.  Her experience ranges from direct service programming at the local level to working with community teams throughout the Eastern Region of Missouri as well as training on the state and national level. She has served in a variety of leadership capacities in the prevention field, peer helping organizations, and faith community. Her educational background includes a B.S. in Education from Southeast Missouri State University, a M.S. in Education and Counseling from Kansas State University and an honorary doctorate from Concordia University at St. Paul, Minnesota. Marilyn holds a Missouri Advanced Certified Substance Abuse Prevention Professional (MACSAPP) credential. She serves on the NAPPP Professional Development Committee, is a Certified Peer Educator and Certified Peer Trainer

 

 


 

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